course: history through film gradelevel:10-12 r14the seven ......unbroken(2014), region14databases...

ContentArea: SocialStudies Course:HistoryThroughFilm Grade Level: 10-12 R14 The Seven Cs of Learning

Collaboration

Character Communication

Critical Citizenship Thinking

Creativity Curiosity

UnitTitles Lengthof Unit

• Introto Film • 1 - 2weeks

• HistoricalAccuracy • 4 - 5weeks

• Ethical Considerations • 4 - 5weeks

• Film as a Social Lens • 3 - 4weeks

• Film & Politics • 4 - 5weeks

Region 14 Curriculum: Social Studies Curriculum Grade History Through Film BOE Adopted:

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Strands Course Level Expectations

Civics • Understand how a question reflects an enduring issue in the field and in the community. • Analyze how historical contexts shaped and continue to shape people’s perspectives.

History • Critiquetheusefulnessof historical sourcesfor a specifichistorical inquirybasedon theirmaker, date, place of origin, intended audience, and purpose.

• Evaluate how historical events and developments were shaped by unique circumstances oftime and placeas well as broaderhistorical contexts.

Economics • Analyze historical, contemporary, and emerging means of changing societies, promoting thecommon good, and protecting rights.

• Understand how economic forces impacted particular groups of people over time. • Explain why advancements in technology and investments in capital goods and human

capital increase economic growth and standards of living.

Geography • Understand how geography affected the lives of people in America.


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UnitTitle Intro to Film Length of Unit 1 - 2weeks

Inquiry Questions(Engaging & Debatable)

What is the purpose of film?

Standards DevelopingQuestionsand PlanningInquiry INQ 9-12.1INQ9-12.5

CommunicatingConclusionsand TakingInformed Action INQ 9-12.12

Historical Sourcesand Evidence HIST 9-12.11

Unit Strands& Concepts

● History of Film: MediumDevelopment ● Elements of Film: Music, Cinematography, Sound, Color ● Primary v Secondary Films ● CharacterFilm

Key Vocabulary Frame, Shot, Scene, Antagonist, Protagonist, Genres, Cinematography, Director, Producer, Plot Climax

Standards based on Connecticut Elementaryand SecondarySocial Studies Framework For more information visit: http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf


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http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf

UnitTitle Intro to Film Length of Unit 1 - 2weeks

Critical Content: My studentswill Know…

Key Skills: My studentswill be able to (Do)…

• different mediums that were historically used to make movies

• different elements of filmsuch as music, sound, and color usage

• roles associated with movie production

• the difference between primaryand secondaryfilms

• how filmwas invented

• Explain how a questionreflects an enduringissuein the field. • Determine the kinds of sources that will be helpful in answering

compelling and supporting questions, taking into consideration multiplepoints of view represented inthe sources,the types of sourcesavailableand the potentialuses of the sources.

• Present adaptations of arguments and explanations that feature evocativeideasandperspectiveson issues andtopicstoreacha rangeof audiencesand venues outside the classroomusing print and oral technologies

• Critiquetheusefulnessof historical sourcesfor a specifichistorical inquirybased on their maker, date, place of origin, intended audience and purpose.

Assessments: • Performance Task:FilmElements Analysis • SoundtrackReflection • Movie Reflection

Teacher Resources: Potential Movies:Caught in theRain (1914), GoldRush (1925)


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UnitTitle Historical Accuracy Length of Unit 4 - 5weeks


• Is filma legitimate historical source?

Standards DevelopingQuestionsand PlanningInquiry INQ 9 - 12.2 INQ9 - 12.3 INQ9 - 12.4

EvaluatingSourcesand UsingEvidence INQ 9 - 12.7 INQ9 - 12.8

Change, Continuity, and Context HIST 9 - 12.1

Historical Sourcesand Evidence HIST 9 - 12.10 HIST9 - 12.13


● Filmreveals the significance of historical events ● Reinforcingracialstereotypes ● Learning fromfilms with historical inaccuracies

Key Vocabulary Theme, Stereotype,Point of view,abolitionist, Radical Republicans, Ku Klux Klan, JimCrow Laws, carpetbagger

Standards based on Connecticut Elementaryand SecondarySocial Studies Framework For more information visit: http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf


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http://www.sde.ct.gov/sde/lib/sde/pdf/board/ssframeworks.pdf

UnitTitle Historical Accuracy Length of Unit - 5weeks



● the differences in purpose of the ● Evaluate the credibility of a source by examining how experts value the sources. Declaration of Independence and ● Identify evidence thatdraws information directly and substantially from multiple the U.S. Constitution sourcesto detect inconsistenciesin evidence in order torevise or strengthen

● the dominantcontributing causes claims. of the American Revolution ● Detect possible limitations in various kinds of historical evidence and differing

● the role of Black regiments during secondary interpretations. the American Revolution ● Explainpoints of agreement and disagreement experts have about interpretations

● the impact the American and applications of disciplinary concepts andideas associatedwitha compelling Revolution had on American question. society and international relations ● Explainpoints of agreement and disagreement experts have about interpretations

● the causes of the American Civil and applications of disciplinaryconcepts and ideas associated with asupportingWar question.

● the motivations for and impacts of ● Explainhow supporting questions contribute to aninquiry and how, through the Emancipation Proclamation engaging sourcework, new compelling and supporting questions emerge.

● the political, social and economic ● Evaluate how historical events and developments were shaped by uniqueimpacts ofthe American Civil War circumstances of time and place as well as broader historical contexts.

● the causes andeffects of Westward ● Critique the appropriateness of the historical sources usedin secondary Expansion interpretation.

Assessments: • Performance Task: Movie Reviewand Critique • Chart of FilmBias with Historical Reference

Teacher Resources: Taking Sides American History, Volume II; Taking Sides: 20th Century American HistoryPotential movies and resources include: ThePatriot (2000), Smithsonian critique of The Patriot, Gettysburg (1993) Glory (1989), Emancipation Proclamation, TheGood, TheBad, & TheUgly (1966)


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UnitTitle Ethical Considerations Length of Unit 4 - 5weeks


• Do filmmakers have an ethical obligation to accurately portray historical events? • What is the objective of film?

Standards CommunicatingConclusionsand TakingInformed Action INQ 9 - 12.13,INQ 9- 12.14

Perspectives HIST 9 - 12.5,HIST 9- 12.8

Causation and Argumentation HIST 9 - 12.16,HIST 9- 12.17


• Propaganda films • Independent Films • Documentaries

Key Vocabulary propaganda, audience, analogy, independent film, yellow journalism, communism, fascism, Nazism,appeasement, genocide, Axis Powers, Allies, Pearl Harbor, internment camp, D-Day, RosieRiveter


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UnitTitle Ethical Considerations Length of Unit 4 - 5weeks



• the impact that WWI had on U.S.society

• the rationale behind the policy of appeasement by European powers

• reasonsfor U.S. reluctancetobeinvolvedin international affairs

• the purpose of propaganda • different ways that films influence

viewers

• critiquetheuseof thereasoning, sequencing, andsupporting detailsofexplanations.

• analyzehow historicalcontexts shaped and continue to shape people’perspectives.

• analyze how current interpretations of the past are limited by the extent towhich available historicalsources representperspectives of people at the time.

• integrate evidence frommultiple relevant historical sources and interpretationsintoa reasonedargument about the past.

• critique the central arguments in secondary works of history on relatedtopics in multiple media in terms of their historical accuracy.

• critique the use of claims and evidence in arguments for credibility.

Assessments: • Performance Task: Movie Reviewand Critique Around Ethics • Chart of FilmBias • Performance Task: Comparison of films (Characters, purpose, elements, etc.)

Teacher Resources: Taking Sides American History, Volume II; Taking Sides: 20th Century American HistoryPotential movies: Saving PrivateRyan (1998), Schindler’s List (1993), WWII propaganda films, Unbroken (2014),Region 14 Databases


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UnitTitle Film AsA Social Lens Length of Unit 3 - 4weeks


• Can films teach us about society?

Standards EvaluatingSourcesand UsingEvidence INQ 9 - 12.6 INQ9 - 12.9

CommunicatingConclusionsand TakingInformed Action INQ 9 - 12.10

Historical Sourcesand Evidence HIST 9 - 12.12

Processes, Rules, and Laws CIV9 - 12.7


● Evidenceof the era: Dress,Music,Scenery ● Valuesof society

Key Vocabulary context, Satire, imagery, segregation, civil disobedience, policy of containment, consumerism


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UnitTitle Film AsA Social Lens Length of Unit 3 - 4weeks



• the impact WWII had on American • gather relevant information frommultiple sources representing a wide society rangeof views, whileusing theorigin, authority, structure, context, and

• the impact that the development of corroborativevalueof the sources to guide the selection. communismhad on American • refine claims and counterclaims attending to precision, significance, andsociety knowledge conveyed through the claimwhile pointing out the strengths and

• political, economic, and social limitations of both. tensions duringthe Cold War era • construct arguments using precise and knowledgeable claims, with evidence

• popular cultureduring theCold frommultiple sources, while acknowledging counterclaims and evidentiaryWar era weaknesses.

• the rise of suburbia • use questions generated about multiple historical sources to pursue further• consumerismas an American value inquiry andinvestigateadditional sources,

• analyze historical, contemporary, and emerging means of changing societies,promoting the common good, and protecting rights.

Assessments: • Performance Task: Comparisons between films (Characters, purpose, elements, etc.) • Movie Reviewand Critique

Teacher Resources: Taking Sides American History, Volume II; Taking Sides: 20th Century American HistoryPotential movies: It’s A Wonderful Life (1946), Casablanca (1942), 12 AngryMen (1957),Region 14Databases


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UnitTitle Film& Politics Length of Unit 4 - 5weeks


• Does filmcommunicate important details about humanity?

Standards Change, Continuity, and Context HIST 9 - 12.1 HIST9 - 12.3

Perspectives HIST 9 - 12.4 HIST9 - 12.6

Historical Sourcesand Evidence HIST 9 - 12.9

NationalEconomy ECO 9-12.5


• Counterculture’srepresentation in film • Filmaimed towards highly traditional idea of American Freedom • Filmas a source of patriotism

Key Vocabulary arms race, space race, McCarthyism, containment, Berlin Wall, Iron Curtain, Gorbachev, Berlin Wall,suburbia,


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UnitTitle Film & Politics Length of Unit 4 - 5weeks



• the causes of increasing • Analyze complex and interacting factors that influenced the perspectives of peopleparanoia. duringdifferent historical eras.

• motivations for U.S. • Analyze the ways in which the perspectives of those writing history shaped theinvolvement in Vietnam. historythatthey produced.

• goals of the civil rights • Explain how the perspectives of people in the presentshapeinterpretations of themovement. past.

• methods used by different • Analyze the relationship between historical sources and the secondarycivil rightsactivists. interpretations made fromthem.

• new legislationthatwas • Use questionsgeneratedabout individualsand groupsto assess how theintroducedduring the significance of their actions changes over time and is shaped by the historicalperiod. context.

• Explain why advancements in technology and investments in capital goods andhuman capital increase economic growth and standards of living

Assessments: • Performance Task: Comparisons between films (Characters, purpose, elements, etc.) • Movie Reviewand Critique • Performance Task about how films Reflect Culture

Teacher Resources: Taking Sides American History, Volume II; Taking Sides: 20th Century American HistoryPotential Films: EasyRider (1969), RockyIV (1985), Hunt for Red October (1990),WeWereSoldiers (2002), Grease(1978), Back to theFuture (1985), TheBreakfast Club (1985),Region 14 Databases


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course: history through film gradelevel:10-12 r14the seven ......unbroken(2014), region14databases...

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